Grovetown School

The roll ERO recorded, and when

ERO writes a roll into each report it publishes: a count taken for that report, on the day shown, by the review team that was there. The Ministry of Education’s current roll for this school is 67 — the figure at the top of this page, and the one to use for how big the school is now. These are a different measurement by a different body, so they will rarely agree, and a difference between them is not a change in the school.

1. November 2018

   79

   Counted while ERO’s review team was at the school. Education Review Office, report of 5 February 2019

This is one count taken for one report. It says what the roll was on that day, and nothing about how the roll has moved.

What ERO wrote in its latest report

This is ERO’s report of 1 September 2025 — “School Report” — section by section, under ERO’s own headings, in ERO’s own order. Nothing is summarised, shortened or reordered.

School Report

Tēnā koutou e mau manawa rahi ki te kaupapa e aro ake nei, ko te tamaiti te pūtake o te kaupapa. Mā wai rā e kawe, mā tātau katoa.

We acknowledge the collective effort, responsibility and commitment by all to ensure that the child remains at the heart of the matter.

Every New Zealand state and state integrated school has an ERO review at least once every 4 years to evaluate what is working well for learners and what needs to be improved.

About the School

Grovetown School is located north of Blenheim and provides education for learners in Years 1 to 6. There are currently 61 learners enrolled in the school. 78% of students are Pākehā | New Zealand European and 20% of learners identify as Māori .

The school’s vision is Whakaohooho Akonga – Inspiring learners. Its Uara values are Manaakitanga – Respect, Learning for Life, Whanaungatanga – Belonging, Kia Kaha – Resilience.

Education Counts provides further information about the school’s student population, student engagement and student achievement, school enrolments and school zones. educationcounts.govt.nz/home

An explanation of the terms and judgements used in this report can be found here: Reporting | Education Review Office

What we know about learner success

This section provides a summary of learner success and wellbeing. The judgements are based on the ERO School Improvement Framework and the evidence provided to ERO during the evaluation.

How well are learners succeeding? The school is working towards high levels of success and progress for all learners.

What is the quality of teaching and learning? Learners benefit from good quality teaching practice that improves progress and achievement in reading, writing and mathematics.

How well does the school curriculum respond to all learners needs? Learners have sufficient opportunities to learn across the breadth and depth of the curriculum. There is an increasingly consistent focus on supporting learners to gain foundational skills in literacy and mathematics. Learners with complex needs are well supported to achieve their education goals.

How well does school planning and conditions support ongoing improvement? The school is establishing planning and conditions that support improvements in the quality of education for learners.

How well does the school include all learners and promote their engagement and wellbeing? The school reasonably promotes learners’ engagement, wellbeing and inclusion.

How well does the school partner with parents, whānau and its community for the benefit of learners? The school is improving its reporting to parents / whānau about their child’s learning, achievement and progress. The school is improving its collection and use of information gathered through community consultation to inform strategic planning and curriculum decisions.

Student Health and Safety The school board needs to ensure a physically and emotionally safe learning environment.

Achievement in Years 0 to 8

This section is about learner achievement. It outlines how well learners across the school meet or exceed the expected curriculum level of the New Zealand Curriculum in foundational skills.

Less than a third Less than half Small majority Large majority Most Almost all

0 to 33% 34 to 49% 50 to 65% 65 to 79% 80 to 90% Over 90%

Reading Most learners meet or exceed the expected curriculum level. ERO was unable to verify the extent to which learner achievement is equitable.

Writing A large majority of learners meet or exceed the expected curriculum level. ERO was unable to verify the extent to which learner achievement is equitable.

Mathematics A large majority of learners meet or exceed the expected curriculum level. ERO was unable to verify the extent to which learner achievement is equitable.

Attendance

This section is about school attendance and the progress the school is making towards meeting the Government target of 80% regular attendance.

Most learners attend school regularly.

The school is approaching the target of 80% regular attendance.

The school is developing a suitable plan to improve attendance.

Regular attendance is improving towards or beyond the target.

Chronic absence is reducing over time.

Assessment

This section is about how the school assesses learner progress and achievement.

The school is improving its approach and the reliability of its practices to accurately find out about achievement against the curriculum.

Teachers are developing assessment information to adjust teaching practices to ensure ongoing improvement in teaching and student progress.

Progress

This section is about how well the school supports all learners to make sufficient progress.

The school is developing good quality planning to increase the rate of progress for all groups of students.

The school is yet to show how well it has improved achievement and progress for those learners most at risk of not achieving since the previous review.

The school is yet to show how well it has extended achievement and progress for learners working at or above curriculum levels since the previous review.

The school is making progress towards meeting Government reading, writing and mathematics targets and is likely to meet them by 2030.

Next steps for improvement

This section provides more detail for the school to include in its strategic and annual planning for ongoing improvement across the school. It outlines what the school is doing well and identifies actions for improvement.

Areas of Strength

Learners report that they have a strong sense of belonging to the school and clearly understand and demonstrate school values.

Leaders foster and embed collaborative teaching practices to improve outcomes for all learners and help to reduce disparities among different student groups.

Teachers consistently implement structured literacy practices throughout the school. They are currently rolling out a structured mathematics programme and taking part in focused professional development.

Teaching approaches across the school provide comprehensive learning opportunities in both literacy and mathematics.

Professional learning opportunities for teachers are aligned with strategic goals and engagement with the Kāhui Ako .

Leaders and teachers are developing and applying a shared approach to evaluation, driving continuous improvement across the school.

Key priorities

Develop a formalised assessment framework with consistent school-wide assessment practices.

Strengthen teaching practice to align with curriculum requirements and raise achievement.

Develop and implement consistent schoolwide expectations for planning, delivery and evaluation.

Improve and sustain regular attendance.

Consult the school’s Māori community.

Actions to bring about improvement:

Within three months:

leaders establish a plan for assessing progress and achievement, including cohorts of learners and the equity of achievement

the School Board will consult with the school’s Māori community to inform actions to improve the progress and achievement of Māori students

Within six months:

leaders develop a framework for gathering and analysing wellbeing data from learners and staff on a regular basis

leaders and teachers review teaching practice and plan action as needed to ensure alignment with curriculum requirements

Every six months:

leaders and teachers review learner assessment data and provision of support

leaders report progress and achievement data to the School Board

leaders evaluate the impact of schoolwide teaching practices on learner progress and achievement

leaders evaluate the impact of attendance strategies and plan next steps

Annually:

leaders evaluate the effectiveness of assessment frameworks and tools on progress and achievement

leaders review and refine the effectiveness of teaching practices and their impact on learner progress, achievement, equity and wellbeing

the School Board and leaders review progress towards improved regular attendance and plan for further improvements and resourcing

the School Board will consult with the school’s Māori community to inform actions to improve the progress and achievement of Māori students.

Expected outcomes

Robust assessment frameworks and practices will be embedded in practice.

Consistent and cohesive teaching practices be across the school.

Improve learner progress, achievement and wellbeing outcomes.

Increased equity of progress and achievement between groups of learners.

Levels of attendance will be high and sustained.

Regulatory and Legislative Requirements

This section of the report is about how the school meets regulatory and legislative requirements.

Board Assurance with Regulatory and Legislative Requirements

This section of the report reviews the school's policies, procedures, documentation, and checks that it meets all regulations, maintains a safe environment, and supports students' wellbeing.

During this review the Board has attested to meeting regulatory and legislative requirements in the following areas:

Board Administration

Yes

Curriculum

Yes

Management of Health, Safety and Welfare

Yes

Personnel Management

Yes

Actions for Compliance

ERO and the board have identified the following areas of non-compliance during the board assurance process:

The school must consult its Māori community and develop and make known policies, plans and targets for improving the progress and achievement of Māori students [Sections 127 (1) and 139 Education and Training Act 2020].

Minutes must be kept for in-committee meetings when the public is excluded [Public Records Act 2005].

As part of governing the school, the Board’s management of complaints must include setting and following a policy, a system for monitoring complaints, a process for ensuring resolution, practice of self-review of trends in complaints. [Section 125 (2) Education and Training Act 2020].

The Board has since taken steps to address the areas of non-compliance identified.

ERO’s role will be to support the school in its evaluation for improvement cycle to improve outcomes for all learners. The next public report on ERO’s website will be a School Report and is due within three years.

Me mahi tahi tonu tātau, kia whai oranga a tātau tamariki Let’s continue to work together for the greater good of all children

Sharon Kelly Director of Schools (Acting)

1 September 2025

Read this report on ero.govt.nz →